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Kellie Mullins and Tracey Zimmerman,Pine Grove Middle
Using SIRS Digital Content
with INSERT
A Lesson for Reading Comprehension
and Digital Research
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Project Overview
In 7th grade Language Arts, students are
exposed to the Holocaust through literature in
their reading of Number the Stars and the play
The Diary of Anne Frank. They were taken bythe harsh treatment of the Jewish population
during World War II and Hitler's reign and
wanted more information.
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Project Overview
Students will utilize SIRS Researcher for
personal/curricular inquiries and connections.
Students will learn to navigate SIRS
Students will learn to create keyword and Booleansearches
Students will select an article to print
Students will read and implement the newly
learned reading strategy, INSERT, in order to share
their thoughts and feelings (as a personal reflection
piece) with the rest of the class.
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Extension
This mini-project will also have an art
extension, where the students will paint wall
tiles, reflective of the information gleaned
from their source. A gallery walk, showcase,and short presentation will give each student
an opportunity to share information about
their inquiry into the past.
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Instructional Partnership and
Goals
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The Librarian taught the Language Arts
Teacher
To navigate SIRS Digital Content
To create and use keyword and Boolean
searches
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Language Arts Teacher taught the
Librarian:
The INSERTStrategy
Tile Painting
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Instructional Development
and Implementation
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Library Media Connection
MSDE
Students will demonstratethe ability to review,evaluate and select media.
Students will demonstratethe ability to retrieve andmanage information.
Learn and apply reading,research and critical
thinking skills to organize,and synthesize informationin order to communicatenew understanding.
BCPS
Students will access andnavigate a database tolocate a variety ofinformational texts.
Students will identify anduse organizational patternsembedded within thedatabase.
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Reading/Language Arts/English VSC
Connections
Apply comprehension skills through exposure to a
variety of texts, including traditional print and
electronic texts
Use strategies to make meaning from text Use strategies to demonstrate understanding of text
Apply comprehension skill by selecting, reading and
interpreting a variety of print and electronic
informational texts Connect the text to prior knowledge or experience
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Social Studies VSC Connections
Students will understand the historicaldevelopment and current status of thefundamental concepts and processes of
authority, power and influence, with particularemphasis on the democratic skills andattitudes necessary to become responsiblecitizens.
Students will describe the pros and cons ofunlimited government, such as theauthoritarian and dictatorship.
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Fine Arts Content Standards: Visual Arts
Students will demonstrate an understanding
of visual art as an essential aspect of history
and human experience.
Students will plan artworks that use symbolicimages and forms to convey selected beliefs,
customs or values.
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Project Activities
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INSERTA Comprehension Strategy
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What is INS RT? AndWhy teach it?
A majority of students in middle school are beyonddecoding instruction and need more assistance withcomprehension to help them become successful,independent readers.
Strategic reading allows students to monitor their ownthinking and make connections between texts and theirown experiences.
Based on the Guided Comprehension Model developed byMaureen McLaughlin and Mary Beth Allen, this lessonintroduced students to the comprehension strategy ofmonitoring.
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What is INS RT? AndWhy teach it?
Students learned the INSERT technique, which teaches
them to monitor their thinking and comprehension using acoding system.
Students also learned about character traits andqualities of Anne Frank and conditions in a NaziConcentration Camp during the reign of Adolf Hitler.
This coincided with their reading of the play, The Diaryof Anne Frank,the novel, Number the Stars, and formany of the children, a GT World Cultures unit on WorldWar II.
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More onINSERTBackground and facts
INSERT is a form of GuidedComprehension.
Guided Comprehension is a context inwhich students learn comprehensionstrategies in a variety of settings usingmultiple levels and types of text. It is athree-stage process focused on directinstruction, application, and reflection.
The Guided Comprehension Modelprogresses from explicit teaching toindependent practice and transfer.
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Monitoring involves asking, "Does this make sense?" and clarifyingby adapting strategic processes to accommodate the response.
INSERT (i.e.: Interactive Notation System to Effective Readingand Thinking) provides students with opportunities for reflection.Students make connections between prior knowledge and textcontent.
Current studies demonstrate that when students experienceexplicit instruction of comprehension strategies, it improves theircomprehension of new texts and topics (Hiebert et al., 1998).
Hiebert, E.H., Pearson, P.D., Taylor, B.M., Richardson, V., & Paris, S.G. (1998). Every child a reader.Ann Arbor, MI:Center for the Improvement of Early Reading Achievement (CIERA).
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THE LESSON
Teacher Preparation
Familiarize yourself with the INSERT technique andsymbols using the INSERT poster.
Access, read, and become familiar with the article, ISaw Anne Frank Dieby Holocaust Survivor, IrmaMenkel. Anticipate places in the passage where youcan use the INSERT symbols.
http://d/INSERT%20presentation/INSERT.dochttp://d/INSERT%20presentation/INSERT.dochttp://d/INSERT%20presentation/I%20Saw%20Anne%20Frank%20Die.dochttp://d/INSERT%20presentation/I%20Saw%20Anne%20Frank%20Die.dochttp://d/INSERT%20presentation/I%20Saw%20Anne%20Frank%20Die.dochttp://d/INSERT%20presentation/I%20Saw%20Anne%20Frank%20Die.dochttp://d/INSERT%20presentation/I%20Saw%20Anne%20Frank%20Die.dochttp://d/INSERT%20presentation/I%20Saw%20Anne%20Frank%20Die.dochttp://d/INSERT%20presentation/I%20Saw%20Anne%20Frank%20Die.dochttp://d/INSERT%20presentation/INSERT.doc7/27/2019 Teacher-Librarian Partnership Final.ppt
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THE LESSON
Teacher Preparation
Make individual copies of the articles for the
student, as well as an overhead transparency.
Copy the INSERT poster for each student andrecreate it on chart paper or as an overhead
transparency.
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The Lesson(continued)
Student Instruction and Activities
Objective:Today we will utilize the comprehension strategy,INSERT, in order to recognize its importance inhelping us better understand what we read.
1. Explain the strategy.Ask students if they have ever beenreading something and realize they have no understanding ofwhat they just read. Explain that you are going to teach them astrategy to help them monitortheir reading and betterunderstand texts.
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Display the INSERTposter and distribute individual copies tostudents as well. Show students each of the symbols and discusswhat each symbol represents. Explain how students can write the
symbols in the margins of a text or next to a word to symbolizetheir thinking during the reading. Also emphasize that beforereading, students should think about what they already knowabout the topic. That way, they will be able to mark the sectionsthat confirm or refute what they thought.
(Note: You may want to have students practice writing each of the symbols anddiscuss why each one was chosen to represent the particular thought process. Forexample: Explain why a +would represent something that they did not previouslyknow.)
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2. Demonstrate the strategy.Display the article (either on anoverhead or on chart paper). Ask them to watch and listen as you readthe first paragraph and mark it with the INSERT symbols. Model the
process for students. Make sure that you "think aloud" so thatstudents can witness the entire thought process. You may also want torefer back to the INSERT poster to reinforce the meanings of thesymbols.
Continue reading the article. Stop after a few sentences in the nextparagraph and have students aid in marking the appropriate INSERTsymbols in the margin or next to the words in the article, and discusstheir reasoning for adding those symbols.
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3. Guide students to apply the strategy.Ask students to beginby taking a minute to think about the things they already knowabout Anne Frank, World War II, Concentration Camps, etc Youmay want to write their thoughts down on chart paper or justdiscuss them aloud. Review the INSERT symbols again withstudents. Hand out the article for the students and read thefirst paragraph or two of the passage together again. Have thestudents mark the margins or text with the INSERT symbolsusing their own connections.
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4. Practice in small groups.Divide students intogroups of two or three. Ask them to work togetherto read the next few paragraphs of the article. Askstudents to, individually, mark the INSERT symbols
after the conclusion of each paragraph (encourage asecond reading of the paragraph silently as theyINSERT). Small groups should then discuss theirsymbol inserts.
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5. Practice individually.Stop students afterreading a few paragraphs together, and have themcomplete the article reading and INSERT for the
remainder of the article on their own. Bring theclass back together and discuss the articlethrough the use of the symbols.
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Reflect.Gather students as a whole class to discuss howusing the INSERT technique helped them monitor theirthinking. Was it easier to understand the passage usingthe INSERT symbols than if they had just read thepassage silently?
(NOTE: This lesson is intended as an introduction to the monitoring strategy. Withcontinued practice, students should be able to apply the monitoring and INSERTstrategy independently to other texts.)
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Teaching
Key Word and Boolean Searches
Students develop Research Questions:
What happened to people in Concentration
Camps?
How many Jews were in hiding?
What was it like in Auschwitz?
Did America help the Jewish people?
What happened to Otto Frank?
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Teaching
Key Word and Boolean Searches
Students Brainstorm a list of keywords fromtheir research questions
Students learn linking strategies for AND, OR
and NOT (but for this exercise, focus stayedwith AND)
Students create Boolean search
Students search using both keywords andBoolean phrases to find article
..\Research Skills\Boolean Searching.doc
http://localhost/var/www/apps/conversion/tmp/Research%20Skills/Boolean%20Searching.dochttp://localhost/var/www/apps/conversion/tmp/Research%20Skills/Boolean%20Searching.dochttp://localhost/var/www/apps/conversion/tmp/Research%20Skills/Boolean%20Searching.dochttp://localhost/var/www/apps/conversion/tmp/Research%20Skills/Boolean%20Searching.dochttp://localhost/var/www/apps/conversion/tmp/Research%20Skills/Boolean%20Searching.dochttp://localhost/var/www/apps/conversion/tmp/Research%20Skills/Boolean%20Searching.doc7/27/2019 Teacher-Librarian Partnership Final.ppt
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Navigating SIRS
Subject Searches and Keyword/Natural
Language Searches
Advanced Search Function
Article Sources
Selecting an Article
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Evaluation
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Student Assessment Reflections Assessment can be done informally through anecdotal notes and
observations.
Students' understanding of the INSERT technique can be assessedusing I Saw Anne Frank Die article coded with the INSERT symbols
Did students accurately use the INSERT coding symbols?
Did they make valid reactions and connections to texts?
You can also ask students to reflect in their comprehensionjournals/exit tickets about monitoring and their experience using theINSERT technique.
How does using the INSERT technique help you monitor your thinkingas you read?
How do you think you will use the INSERT technique in the future?
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Student Assessment Reflections
Which was more effective:
Keyword searching or
Boolean searching?
How do you think you can
apply keywords andBoolean searches
Did students select an
article that would increase
their understanding of their
topic?
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Final Thoughts Students enjoyed using symbols to aid in comprehension
- ? + Students enjoyed using the computers to find articles of their own
interests. Students felt empowered by their understanding of search
strategies.
Students loved designing their tiles based on theirnewly gained and/or confirmed knowledge fromtheir selected articles.
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Tile Picture
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Tile Footage